Pioneers of Guidance Tradition

Pioneers Views/Contributions
John Comenius















Johann
Pestalozzi










Robert Owen



















-wrote the first illustrated childrens book
- recognized the importance of early childhood education and saw parents as
the first educators.
-he taught that the interest and senses of the child, rather than the rule of the
teacher should guide the education process.
-he taught that education was truly productive when it is in tune with the
natural order of development in the child.
-he believed that all children, from whatever social circumstance deserves an
education, and girls as well as boys should attend school.
-he saw the classroom as a safe and happy place, where corporal
punishments were forbidden.
-The Great Didactic
-The desire to learn can be excited by teachers, if they are gentle and
persuasive and do not alienate their pupils from them by roughness, Rods
and blows should never be used in schools.

-fundamentally reformed Western educational practice.
-advocated and integrated education that addresses the hand, heart and
mind.
-he observed that children learn by organizing and reorganizing experiences
and interaction with physical and social world.
-he asserted that teachers teach best by interacting with children rather than
talking at them and argued that punishments and even rewards distracted
children from their natural course of development.
-teachers need to look first at the system if there are behavioural problems.
Positive behaviour is a natural outgrowth when children are involved in
engaging activities that meet their needs.

-One of the first to demonstrate that workers would be more productive if
they were respected and treated well.
-he believes that young children should be cared for and educated before
becoming industrial workers.
-He established early school/child care centers, clearly defining the nature of
early childhood classroom.
-he identified the 7 key principles in his schools.
Children were not punished
Teachers must be kind
Instruction was based on childrens experiences
Dance, rhymes, singing and music were a large part of the program
Childrens questions were to be answered in respectful and kindly
ways
Outdoor time was for when children grew fatigue, not just for set
periods
Curriculum included learning about the out-of-doors, not just
academic subjects
-Owen believed that children would naturally strive to fulfil their natures,
and that punishments would undermine the childs natural course of
development.




Friedrich
Froebel



















Maria
Montessori





















John Dewey



-punishment is never required and should be avoided as much as giving
poison in their food. Teachers are to use kindness in tone, look, word
and action.

- the originator of the kindergarten, intended to serve children aged three to
six to provide an extension of the family life that he thought all children
should have.
-For him, Education was positive guidance; the innate impulses of the
child could harmoniously develop through play and play-like active
experiences.
-his kindergarten guided children through a sequence of manipulative
experiences with increasingly complex gifts and occupations and its
emphasis was on children expressing feelings and thoughts through rhythm.
Dancing, music, language and drawing.
-respect for the development of each child, boys and girls together in
classrooms, hands-on rather than recitation-based instruction, active training
and use of women teachers, home visits and mother meetings.
-he believed that the developing nature of the child was essentially good and
that faults were the result of particular experiences.
-he showed clear understanding of the need for guidance approach to
discipline.
-The teacher should see the natural impulses of the child not as a tendency
toward evil but as the source of motivation for development that with
guidance leads to character in the adult.

- She was the landmark transition figure between education dominated by the
religious philosophy of the 19
th
Century and the social sciences of the 20
th
.
- The first woman physician in Italy.
-she organized teams of teachers and doctors who worked successfully with
dismissed children having special needs and considered uneducable.
-Casa de Bambini (childrens houses) of Rome.
Early childhood centers designed for children of factory workers, provided
and important model for the elevation of child-care from the custodial to the
educational.
-Montessori believed that children learn through responsible decision-
making in a prepared environment designed to further each childs
development.
-Orthodox and Americanized branches of Montessori education.
-Fundamental principle: the child is in a continual state of growth and
metamorphosis, whereas the adult has reached the norm of the species.
-protested traditional education practices, with children planted behind desks
and expected to recite lessons of little meaning of their lives.
-She modified discipline approach that was more respectful of the childs
development.
-the child is in a process of dynamic development, which the adult has
attained. Children educate themselves through absorption in meaningful task
in a process of self-discipline, leading to responsible decision-making.

-the Architect of progressive education in t5he United States
-he viewed discipline as differing in method depending on the curriculum
followed.
-Positive Education- a tool for maintaining a spirit of cooperation amidst the








Jean Piaget












Rudolph
Dreikurs













Haim
Ginott
bustle of the classroom is not dissimilar to what his predecessors also
envisioned.
-emphasis on the development of democratic life skills is his major
contribution.
-Out of the occupation, out of doing things that are to produce results, and
out of doing these things in a social and cooperative way, there is born a
discipline of its own kind and type.

-the Pre-eminent developmental psychologist of the 20
th
century.
-shared with Montessori the viewpoint that the developing child learns most
effectively by interacting with the environment.
-shared with Dewey the basic regard for the social context of learning-that
peer interaction must be a cooperative endeavour and that discipline must
respect and respond to this fact.
- Constructivist education- the child build knowledge by interacting with the
social and physical environment.
-the modern Ideal is cooperation-respect for the individual and for general
opinion as elaborated in free discussion. Children come to this spirit of
democracy through the modelling of cooperation by adults who are able to
make autonomous (intelligent and ethical) decisions themselves.

-advocated the application of social science principles to classroom
management.
-contributed much to the movement of positive discipline
-Teachers needs to be leaders rather than bosses in their work with
children.- This emphasis on working with students, rather than being in
opposition to them, is fundamental to a guidance approach.
-His distinction between encouragement and praise
-Developed a theory using 4 levels why children misbehave: four mistaken
goals of misbehavior (1) getting attention, (2) seeking power, (3) seeking
revenge, and (4) displaying inadequacy.
-Teachers need to be leaders, not bosses. Children show anti-social
behaviour for a purpose, to achieve any of four mistaken goals. Teachers
should use techniques such as encouragement and logical consequences
instead of punishment to help the child find social acceptance.

- Congruent Communication
-the Psychology of Acceptance means that the teachers task is to build and
maintain positive relations with each child. The teacher uses techniques such
as I messages, the cardinal principle(address the behaviour, accept the
child). And non-judgemental acknowledgement to support relationships and
solve problems.



Arlene Mae A. Venida BSpEd4